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首页> 外文期刊>Computers & education >The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings
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The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings

机译：基于计算机的图形组织者对嵌入式自我监管学习策略的影响，在包容性交叉课程中的争论性写作中

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摘要

This study investigated the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated learning (SRL) strategies on the argumentative writing performance of 4th-and 6th-grade students, including advanced and struggling writers, in the inclusive social studies and science classrooms. This study extended previous research to examine how CBGOs with embedded SRL strategies can support students' writing across content areas. Sixty-nine (N = 69) students participated in a randomized control trial study. Quantity (e.g., number of words and sentences) and quality (e.g., number of transition words, holistic writing quality) of students' argumentative writing were measured at pretest, posttest, and maintenance test. Results indicated that all students regardless of their abilities and needs benefited from the CBGO with embedded SRL strategies. There were statistically significant differences between the experimental group that used CBGO and the control group that received traditional writing instruction in the quality of writing at posttest and maintenance. There were no statistically significant differences in the quantity measures (e.g., number of words). In addition, the experimental group generalized the improvements in written arguments in the area of social studies to writing in science. These findings add to the limited body of research on computer-based instructional strategies that support all students in writing across the curriculum.
机译：本研究调查了计算机 - 基于计算机的图形组织者（CBGO）对嵌入式自我监管学习（SRL）策略的效果，在包含先进的社会研究中，包括先进和挣扎的作家，包括先进和挣扎的作家，包括先进和挣扎的作家和科学课堂。这项研究扩展了以前的研究，以检查具有嵌入式SRL策略的CBGOS如何支持学生跨内涵领域的写作。六十九（n = 69）名学生参加了一个随机控制试验研究。在预测试，后测试和维护测试中测量学生论证写作的数量（例如，单词和句子数量）和质量（例如，过渡词数，整体写作质量）。结果表明，所有学生无论他们的能力，还有需求从CBGO有益于嵌入式SRL策略。使用CBGO和对照组的实验组之间存在统计学上显着的差异，该控制组在后测试和维护中获得了文章质量的传统写作教学。数量措施（例如，单词数量）没有统计上显着的差异。此外，实验组概括了社会研究领域对科学写作的书面论点的改进。这些调查结果增加了关于基于计算机的教学策略的有限研究，这些策略支持所有学生在课程上写作。

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  • 来源
    《Computers & education》 |2019年第8期|78-90|共13页
  • 作者

    Boykin Andrea; Evmenova Anya S.; Regan Kelley; Mastropieri Margo;

  • 作者单位

    Dist Columbia Publ Sch Washington DC USA;

    George Mason Univ Coll Educ & Human Dev 4400 Univ Dr MS 1F2 Fairfax VA 22030 USA;

    George Mason Univ Coll Educ & Human Dev 4400 Univ Dr MS 1F2 Fairfax VA 22030 USA;

    George Mason Univ Coll Educ & Human Dev 4400 Univ Dr MS 1F2 Fairfax VA 22030 USA;

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  • 正文语种 eng
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  • 入库时间 2022-08-18 21:30:24

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